Building Vocabulary

for
2nd Grade Students
Presented by:
Sheryl White
sherylwhite54@gmail.com

Take A Card
Please sit at the # table that corresponds to
the card you have in your hand.

Session Objectives
Understanding vocabulary demands in the
Common Core State Standards
Selecting Tier 2 Academic Vocabulary
Examining strategies for teaching vocabulary to
meet the standards

How much do you know about the 3

tiers of vocabulary?
Use a
1
Not heard of
three tiers of
vocabulary

to show your current understanding.

2
Very little
knowledge of
three tiers of
vocabulary

3
Some
familiarity of
three tiers of
vocabulary

4
Know three
tiers of
vocabulary and
how to use

5
Deep
knowledge of
three tiers
can teach
others

Common Core Vocabulary- 2nd Grade

L.2.4
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
grade 2 reading and content, choosing flexibly from
an array of strategies.
L.2.4.a
Use sentence-level context as a clue to the
meaning of a word or phrase.

Common Core Vocabulary-2nd Grade

L.2.4.d
Use knowledge of the meaning of individual
words to predict the meaning of compound
words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
L.2.4.e
Use glossaries and beginning dictionaries, both
print and digital, to determine or clarify the
meaning of words and phrases.

Common Core Vocabulary-2nd Grade

L.2.5.a
Identify real-life connections between words and
their use (e.g., describe foods that are spicy or
juicy).
L.2.6
Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts, including using adjectives
and adverbs to describe (e.g., When other kids
are happy that makes me happy).

Components of a Successful
Vocabulary Program
High-Quality Classroom Language
Reading Aloud to Students
Explicit Vocabulary Instruction
Word-Learning Strategies
Wide Independent Reading

High-Quality Classroom Language

Use high quality vocabulary in the classroom.
Tell students the meaning of words when first
used.
Dont procrastinate on your work.
Procrastinate means to wait to doing
something you should be doing.
Pair in the meaning of the word by using
parallel language.
Please refrain from talking. Please dont
talk.
COLLEGE TALK

Read-Alouds
Actively engage students during story book and
informational text reading to increase
vocabulary gains.
Ask questions that promote passage
comprehension. Retell and prediction questions
are particularly useful.
Use a variety of responses including:
Group (choral) responses
Partner responses
Physical responses
10

Read-Aloud Vocabulary Instruction

Instructional Focus
Incidental Exposure
Example:
I dont know what I would have done. Curiosity
might have gotten the better of me.
Explanation:
Teacher infuses a vocabulary word into a
discussion about the read-aloud.

Read-Aloud Vocabulary Instruction

Instructional Focus
Embedded Instruction
Example:
And hes using an oar-a stick-to move the raft
[pointing to the illustration].
Explanation:
Teacher provides a synonym before the target
term oar, pointing to the illustration.

Read-Aloud Vocabulary Instruction

Instructional Focus
Focused Instruction
Example:
Lets get set means lets get ready [elicits
examples of things students get ready for].
Explanation:
Teacher leads a discussion on what it means to,
get set including getting set for school and
party.

Explicit Vocabulary Instruction

Vocabulary activities specifically designed to
teach new words
Explicit vocabulary strategies
Use informational and narrative texts
Promote thinking and extend discourse
Encourage use of novel words
Provide access to print
Examine word relationships
Teach word parts
Use graphic organizers
14

Successful Vocabulary Instruction

A successful approach to vocabulary instruction
involves directly explaining the meanings of
words along with thought-provoking, playful and
interactive follow-up.

Common Core
and
Three Tiers
of
Vocabulary

Three Tiers of Words

Tier One

Tier Two

Tier Three

High
Frequency
Words

Academic
Vocabulary

Domain-specific
Vocabulary
18

Three Tiers of Vocabulary

Tier 1- Everyday Words (implicit)
Used in everyday speech*
chair, bed, happy, house

(Beck & McKeown, 1985)

Three Tiers of Vocabulary

Tier Two = Academic Vocabulary
Words in general use, not content specific
Appear far more in written texts than in speech
concentrate, absurd, fortunate, relieved,
dignity, convenient, observation, persistence
++describe, detail, example

Three Tiers of Vocabulary

Tier Three- Domain-Specific Words
Words related to a specific content or field of
study

triangle, stem, addition, syllable

tundra, igneous, triangle, perpendicular,
democracy

Explicit Vocabulary Instruction

Sources of Words
Sources of words for vocabulary instruction
WORDS from read-aloud books
WORDS from core reading programs
WORDS from reading intervention programs
WORDS from content area instruction and texts
Math
Science
Social studies
Health
Art, PE, music, etc.
22

Explicit Vocabulary InstructionSelection of Vocabulary

Select words that :
are likely unfamiliar
are critical to passage understanding.
students are likely to encounter in the future
and are generally useful.
are Tier Two words (Academic Vocabulary)
are easily explained to children at their level
(Beck & McKeown, 2003)
(Stahl, 1986)
23

Explicit Vocabulary Instruction

Selection of Vocabulary
Goldilocks Words
Not too difficult
Not too easy
Just right

(Stahl & Stahl, 2004)

24

Selection Criteria
for Instructional Vocabulary
Tier 1

Tier 2

Tier 3

Description

Basic words
that most
children know
before entering
school

Examples

clock, baby,
happy

Words that
appear
frequently in
texts and for
which students
already have
conceptual
understanding
coincidence,
fortunate,
insist, adapt

Uncommon
words that
are typically
associated
with a
specific
domain or
content area
chrysalis,
peninsula,
decimal

(Beck, McKeown, Kucan, 2002)

How do I determine that a word is TIER

Word

Is this a
generally
useful word?

Does the
word relate
to other
words and
ideas that
students
know or have
been
learning?

Is the word
useful in
helping
students
understand
text?

2?
If you answer
yes to all
three
questions, it
is a tier 2
word. If not,
it is probably
a tier 3 word.

Your Turn-Selecting Tier 2 Words

In partners at your table, choose one of the
texts you have brought to work with for today.
Identify (4 )Tier 2 words you would teach your
students.
Use the selection criteria to help guide you
through this process.

What Strategies Would You Use to

Teach Your Selected Words?
Fold the Line

Lets Take a Look...

Shes just too much of a distraction and Ive been
getting calls from the other parents. Theyre afraid
those stripes may be contagious.
contagious
distraction
remedies
vanished
altered
perplexed

A Bad Case
of Stripes
by David
Shannon

Sequenced Vocabulary Instruction

1.

First, contextualize the word for its use in the story that you are
reading.
Shes just too much of a distraction and Ive been getting calls
from the other parents. Theyre afraid those stripes may be
contagious.

2. Next, ask the children to repeat the word so that they can create
a phonological representation of the word.

Say contagious with me. (clap it out)

3. Next, explain the student friendly meaning of the word.
Contagious means an illness that can spread to other people.
4. Provide examples in contexts other than the one used in the
story.
The surgeon scrubbed his hands to prevent the spread of
contagious germs.

Providing Student-Friendly Definitions

Providing student-friendly definitionsones that are
accurate and that students will understandis no mean
task. Below is a definition of dazzling from the dictionary
and a student-friendly definition. Beck, McKeown, and Kucan (2003).
bright enough to deprive someone of sight
temporarily
If something is dazzling, that means that its so bright
that you can hardly look at it.
Cobuild
31

5. Have students interact with the word

Could you be contagious if you went to work with strep
throat?
6. If I say something about which you would be contagious, say
contagious
Going on vacation
Pink eye
Riding a bike
Head lice
Getting a haircut
Mowing the lawn
7. Complete this sentenceI would be contagious if I
8. Conclude with having students see the word and say the
word
What is our word that means an illness that can be spread to
other people?
contagious

Lets practice identifying Tier 2 words

TASK:
Partner into A and B.
Each partner will choose one word each from their
list.
Then take turns providing a student-friendly
definition for your word.
Look at the Tier 2 vocabulary activities to reinforce
words learned.
THIS TAKES PRACTICE and TIME

Tier 2 Extensions
Way to Reinforce Vocabulary Learning
Morning Message

Word Tallies
Our
Words

# of
Times
We Have
Heard
Word

reluctant

IIII

drowsy

III

loyal

IIII

Word
Jar

Word Wall

Making Vocabulary Active

TPR- Total Physical Response
recognizes the value of language being
associated with physical responses
grammar-based view of language that focuses on
meaning, not form
evidence-based strategy for English Language
Learners
strong

Teaching Word Meaning from

Context Clues
Students should understand
sometimes a word is defined, but most often
there are clues as to a words meaning
clues can come from words, phrases or
illustrations

Teaching Word Meaning from

Context Clues
Students should understand
clues can come before or after the unknown word
sometimes there is more than one clue
usually most useful clues are usually found in the
same sentence.

Sentence Level Context

Use a sentence-level
context as a clue to
the meaning of a
word or phrase!

Word Filler
Word Express
Silly Words
Word Why

Word Filler
On sentence strips, write sentences, putting a blank
line for the target words.
Write the missing target words from the sentences
on index cards.
Take turns, reading the sentences, and saying he
blank for the missing word.
Select the correct word for the blank and read the
sentence.
If the selected word does not make sense, choose
another word until the correct word is found.

Lets Try It!

Danny was ________ about his new roller
blades.
Annas puppy is always _____ in the morning.
Some people are ____ when they first meet
new people.
The principal _________ the winner of the
poster contest.
Pam _______ the balloon by the string so she
wouldnt lose it.

Using Silly Words

Use sentences containing a nonsense silly word.
Have students identify the silly word in the
sentence.
Teach students how to look for clues in the
sentence to help guess what a word might mean.
Have students brainstorm some reasonable
answers to the word.

Silly Words!
Silly Word
framis
humdoodler
floob
booper
dowaddle
frappers
gloop

Could Mean

Clues

Word Why?
Create question cards that embed the target
words.
Pose the question to students.
Have them answer with YES or NO.
Have students explain WHY.
Would you be drowsy if you were playing soccer?
Yes or No
Why?

Real-Life Connection
Identify Topic, Categories, List & Describe
1. FOODS
Sweet
Spicy
Salty

2. COMMUNITY
Work
Play

3. SPORTS
Indoor or Outdoor
Use a ball-Dont use
a ball

4. PLACES AT SCHOOL
Quiet
Noisy

5. PEOPLE WHO
ARE..
Friendly
Helpful

6. ANIMALS
Those that can
be pets
Those that
cannot be pets

7. COMMUNITY
Safe
Healthy
Feed

8. TRANSPORTATION
On land
In the air
On the water

9. THINGS YOU
CAN-CANNOT EAT

10. PLACES THAT

ARE COZY

11. THINGS THAT ARE

COLORFUL

12. ITEMS THAT ARE

BREAKABLE

13. SIGNS OF
Fall
Winter
Spring
Summer

14. THINGS PEOPLE

DO AS A JOB

15. WHAT MAKES A

FRIEND

16. YOU NAME IT!

Categorizing/Sorting
List-Group-Label for Young Children
http://www.youtube.com/watch?v=K731qicwYcY
&feature=relmfu 2nd Grade
Identify topic
Provide or have students generate words related to
topic or use picture cards that relate to topic
Sort picture cards into group
Label the name for each category

Compound Words

Compound Word Pictionary

Compound Word Detective
I Have, Who Has?
Compound Word Partners
Compound Words/Adjectives Sort

Compound Word Pictionary

Draw each word part and have students guess
the compound word!

Compound Word Pictionary

Draw each word part and have students guess
the compound word!

Compound Word Pictionary

Draw each word part and have students guess
the compound word!

Your Turn
Take a index card.
Each person at your table will choose an
compound word to create a Pictionary
activity.
Share in your groups.
You will have 3 minutes to complete this
activity.

Compound Word Detective

Have students identify
compound words from
text they are listening to
or reading .
Create compound word
walls, word lists, etc.

How Many
Stars in the
Sky
by
Lenny Hort

I Have, Who Has?

Lets play a compound word card game!
I have given several people a card for his
game.
If you do not have a card, please listen
carefully for how this game is played.

Introducing Adverbs
Mini-Lessons
An adverb can describe how an action happens.

Example: John quickly read the story.

How did John read the story?

Introducing Adverbs
Mini-Lessons
An adverb can describe when an action happens.
Example: We went to school yesterday.
When did we go to school? Yesterday

Introducing Adverbs
Mini-Lessons
An adverb can describe where an action happens.
Example: He put his shoes here.
Where did he put his shoes? Here.

Adverb Actors
Choose a key verb (walk)
Have students act out the adverb
appropriate for the description given in the
sentence.

Adverbs Can Tell How

If ...How
If.

How?

a baby was sleeping

How would you talk?

you were late to school

How would you walk?

you had a glass bowl

How would you carry it?

the band was at a

football game

How would they play?

you loved had a puppy

How would you pet it?

had a good friend

How would you treat them?

Adverb

Adjective and Adverb Sort

Research-based strategy that helps students
identify the difference between using
adjectives and adverbs.
hungry
angry
quick
easy
correct

hungrily
angrily
quickly
easily
correctly

soft
quiet
loud
eager
happy

softly
quietly
loudly
eagerly
happily

Semantic Feature Analysis

The purpose of this activity is to guide students in analyzing the
meanings of specific words while integrating the meanings of new
words into their vocabularies.
1. Select a category that relates to a topic to be studied or a
reading selection. Select key words related to the topic.
2. Make a chart with a topic heading at the top, key words listed
down the side, and columns across the page. Head some of
the columns with terms that represent features shared by
some of the words.
3. Have the students place a plus or minus sign in each column
across from each word, depending on whether or not the
word has the feature heading the column. A question mark
may be used if the student does not know.

Semantic Feature Analysis

How much do you know NOW about the

3 tiers of vocabulary?
Use a
1
Not heard of
three tiers of
vocabulary

to show your current understanding.

2
Very little
knowledge of
three tiers of
vocabulary

3
Some
familiarity of
three tiers of
vocabulary

4
Know three
tiers of
vocabulary and
how to use

5
Deep
knowledge of
three tiers
can teach
others

3-2-1
List 3 Things You Learned:
List 2 Things You Will Try:

List 1 Question You Have:

Resources
www.fcrr.org Student Center Activities
http://www.vocabulary.co.il/compoundwords/primary/general-compound-wordmatch/ Computer game-compound words